Midland Independent School District Jones Elementary 2018-2019 Campus Improvement Plan

 
Midland Independent School District Jones Elementary 2018-2019 Campus Improvement Plan
Midland Independent School District
                                            Jones Elementary
                                 2018-2019 Campus Improvement Plan
                                        Accountability Rating: Met Standard

                                               Distinction Designations:
                                     Top 25 Percent: Comparative Academic Growth

Jones Elementary                                                                        Campus #165901110
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Mission Statement
School Motto:

Jones! We've Got This! No Excuses! No Limits! Learning today for a better future!

                                 MISD Mission Statement:
   ALL students will graduate prepared and ready for college and
                             career.

                                           Vision
       At Jones Elementary, our vision is to eliminate achievement gaps by providing a
                      nurturing and challenging learning environment.

Jones Elementary                                                                 Campus #165901110
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Table of Contents
   Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                           4
     Needs Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                        4
     Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .             5
     Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                  6
     School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                     8
     Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                            9
     Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                           11
     Parent and Community Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                             12
     School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                       14
     Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .          15
   Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                                         16
   Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .   17
     Goal 1: 75% students in grades K-2 will be reading on or above grade level on multiple measures by the end of school year 2018-2019. . . . . . . . . . .                                                                                      17
     Goal 2: The percentage of students in grades 3-8 who meet grade level on both reading and math STAAR will increase from 52% to 65% by the end
     of school year 2019. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .              21
     Goal 3: 100% of Midland ISD Instructional Expectations for 2018-2019 will be met. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                                                       25
   Comprehensive Support Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                      29
   2018-2019 Campus Site-Based Commitee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                              30
   Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                      31

Jones Elementary                                                                                                                                                                                                        Campus #165901110
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Comprehensive Needs Assessment
Needs Assessment Overview
The overall needs of the campus include:

~Continued growth and development in the PLC process

~Continued refinement and consistent implementation of the MISD instructional process

~Continued focus and professional growth in building reading proficiency for all students

~Improvement in all academic areas and building Tier 1 instruction

~Improved technology in the classrooms. (chromebooks and computers)

~School/parent communication

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Demographics
Demographics Summary

Anson Jones Elementary is located on the west side of Midland, Texas. The building was completed in 1963, and the pod area was added in 1989. Recent
renovations to the building were completed in 2000. The building has the capacity for 600 students, but the 2015 school year saw a significant loss of
students with the boundary changes. Enrollment for the 2018-19 school year is 390. Class sizes range 18-27 students each. Jones has one Resource
Teachers to serve the small number of special education students. One dyslexia teachers also served students at Jones--sharing their time with other
campuses. One speech teacher served the students on campus, and her supervisor conducted ARDs.

Anson Jones currently has one Prekindergarten class with 22 students. The school is also home to two LEAP classrooms that serve 3-4 year olds.

 Anson Jones has a derverse ethnic population with appoximatley 65% Hispanic, 20% caucasion, 10% African American, and 5% other.

                                               2017 Begining of Year Demographics K-6th
                         K         1st        2nd         3rd         4th          5th        6th
 Enrollment              48        49          46          44         46           49         33

Anson Jones does not have a bilingual program but did serve three English Language Learners that were classified as Parent Denials.

Anson Jones currently has 59% of students recieving free or reduced meals.

Demographics Strengths

       The student to teacher ratio is 17:1 in grades K-3 and 24-1 in grades 4-6. The low class numbers enabled the teachers to differentiate their instructional
       practices to accommodate the variety of student learning styles.
       The use of a common scope and sequence across the district minimizes gaps in instruction for both new students to the district and state, as well as
       students who move within the district.
       The Pre-Kindergarten through sixth grade teachers collaborate with grade level teams on a weekly basis during built in structured collaborative times.

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Student Achievement
Student Achievement Summary

Jones met the accountability standards for the 2017-18 year with distrinction.

                                        Component Score     Scaled Score         Rating
 1         Overall                                        74                Met Standard
 2         Student Achievement          40                69                Met Standard
 3         School Progress                                75                Met Standard
 4         Closing the Gaps             52                 72               Met Standard

Jones Elementary earned the Camparative Academic Growth Distinction for 2017-2018.

2017-2018 End of the year iStation results:

PreK 75% Tier 1

Kindergarten 69% Tier 1

1st Grade 58% Tier 1

2nd Grade 63% Tier 1

3rd Grade 63% Tier 1

4th Grade 58% Tier 1

5th Grade 81% Tier 1

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6th Grade 57% Tier 1

Student Achievement Strengths

       All students are receiving interventions based on timely data disaggregation. Data is driving instructional decisions.
       Jones Elementary earned a distinction in Comparative Academic Growth
       All students, Hispanic and economically disavantaged students met the growth status target in Math.
       All students, Hispanic and economically disavantaged students met the growth status in ELA/Reading.
       Hispanic students met the Academic achievement target for ELA/Reading.

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School Culture and Climate
School Culture and Climate Summary

Jones Elementary is a classdojo school. Dojo is the primary form of communication with parents and students.

The district wide initiative for classroom management systems--CHAMPS--was continued throughout the year. Teachers implemented components in
individual classrooms and campus common areas with success. Jones added a Behavioral Unit to the campus and welcomed a behavior specialist.

The school counselor worked with several outside groups to provide services and/or resources for students (i.e. standard attire, counseling, holiday gifts, food
bags). A nearby church group hosted an after school program for interested students each Friday (the Good News Club). This was well attended by kids
from first through sixth grades.

School Culture and Climate Strengths

       80% of parents completing the on-line school survey view the campus as a positive environment for their children. The survey also indicated that
       teachers set high expectations for students; the climate for student learning is positive; teacher support for students is high; the school supports students
       with additional learning needs; students receive fair treatment consistently; bullying is not tolerated; students receive support for their academic and
       career planning; and teachers had an overall positive view for the quality of the campus.
       The parent survey indicated that parents feel welcome at the campus.
       The continued implementation of CHAMPS provided a positive classroom management system in the majority of classes.
       Students at grades K-6th were recognized for attendance, Principal's Award, A Honor Roll, A/B Honor Roll and B Honor Roll at the end of semester
       Award Assembly.
       STUCO (Student Council) continued in grades 4-6.

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Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary

The district's goal is to have every teacher designated as "highly qualified" by NCLB standards; that is, holding a bachelor's degree with certification to teach
in Texas with competency in core academic subject areas. At Jones Elementary, a highly qualified staff member provides intervention to at-risk students that
ranges from in-class support to after school and Saturday interventions.

On-campus mentors provided new teachers with grade level support, while district coaches helped with curriculum, classroom management, and lesson
planning. Professional development impacted instruction and was both self-monitored and shared.

Staff Breakdown

                                               2015                             2016                             2017                              2018
 pK/LEAP                         Three teachers; four assistants   Three teachers; five assistants Three teachers; five assistants   Three teachers; five assistants
 Kindergarten                    Three teachers                    Three teachers                  Three teachers                    Three Teachers
 First Grade                     Three teachers                    Three teachers                  Three teachers                    Three Teachers
 Second Grade                    Three teachers                    Three teachers                  Three teachers                    Three Teachers
 Third Grade                     Three teachers                    Two teachers                    Three teachers                    Two Teachers
 Fourth Grade                    Two teachers                      Three teachers                  Two teachers                      Two Teachers
 Fifth Grade                     Two teachers                      Two teachers                    Two teachers                      Two Teachers
 Sixth Grade                     Two teachers                      Two teachers                    Two teachers                      Two Teachers
 Physical Education              One teacher                       One teacher                     One teacher                       One Teacher
 Fine Arts                       One teacher                       One teacher                     One teacher                       One Teacher
 Library Services                One half time librarian; one      One half time librarian; one One half time librarian; one         One half time librarian; one
                                 half time assistant               half time assistant             half time assistant               half time assistant
 Support Staff                   Three special education           Special education teachers and One Resource teacher, One          One Resource teacher, One
                                 teachers and one assistant        one assistant (shared with      Take Flight teacher               Take Flight teacher
                                 (shared with another              another campuses); one          (Dyslexia), and one               (Dyslexia), and one
                                 campuses); one reading            reading interventionist         instructional specialist          instructional specialist
                                 interventionist

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Related Services                Part time dyslexia teacher; part Two part time dyslexia
                                 time GT teacher; part time       teachers (shared with other
                                 speech therapist                 campuses); part time speech
                                                                  therapist
 Counseling                      One full time counselor          One full time counselor        One full time counselor         One full time counselor
 Health Services                 One full time nurse              One full time nurse            One full time nurse             One full time nurse
 Administrative                  One principal; one assistant     One principal; one assistant   One principal; one assistant    One principal; one assistant
                                 principal, one secretary; one principal, one secretary; one     principal, one secretary, one   principal, one secretary, one
                                 full time clerk                  full time clerk                full time clerk                 clerk

Staff Quality, Recruitment, and Retention Strengths

       Teacher feedback was provided regularly through IFV (walk-through) visits, lesson plan comments, summatives, informal meetings, and individual
       conferences.
       The master schedule continues to accommodate collaboration time for teachers at each grade level.

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Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary

Anson Jones' curriculum is set by state standards and the district written scope and sequence. Teachers use data to drive instructional and small group needs.
This year the teachers used the lead4ward instructional strategies to engage students and add rigor to instruction. Teachers also used TEKS resource system
to increase the rigor of classroom questioning and common formative assesments.

Collaborative teams contiune this year with a focus on the MISD instructional process and the essential standards. Teams discussion revolves around the
four critiacal questions; What do we want our students to learn? How will we know if they learned it? What will we do when they haven't learned it? What
will we do when they already know it?

 Teachers updated the Assessment Wall throughout the year as students increased their reading levels (based on F&P criteria). Kindergarten and first grade
teachers utilized the Performance Indicators to monitor student progress, and second through sixth grade teachers utilized district benchmarks.

Teachers planned once a week with their grade level team to ensure consistency and promote collaboration. Teachers created and/or reviewed RtI paperwork
on students performing significantly below grade level, and the RtI intervention progress was reviewed each six weeks.

Curriculum, Instruction, and Assessment Strengths

       Teachers continued to use the District Curriculum Management Plan, and curriculum was directly linked to the state standards. Lesson plans were
       collected weekly, and Eduphoria's Forethought was utilized by all teachers for submitting their lesson plans.
       Intervention times were scheduled and prioritized. Teachers utilized LLI intervention curriculum for grades K-2 in reading. Do the Math was utilized
       for math intervention in first and second grade.
       Grade level teachers used the lead4ward/staar4ward data process to prioritize student expectations to develop professional learning opportunities in a
       timely manner. They identified the student expectations needed for interventions and enrichment in an effort to increase Level III performance on the
       state assessment.

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Parent and Community Engagement
Parent and Community Engagement Summary

Jones Elementary has several programs in place that support family and community involvement. Families are encouraged to be a part of groups, such as but
not limited to, the PTA and Policy Council; as well as attend school events such as Math/Science Night, the Literacy Fair, and Track and Field Days.
 Families tend to be more involved in the "fun activities" at school as opposed to "academic activities"; however, there is a good parent turnout at meetings
concerning their child's academic support.

There are various groups that help support students' individual physical and emotional needs. A nearby church held after school activities for students on
Fridays, and this was well received by parents and students.

Events such as Meet the Teacher, Open House, Book Fair, and the Young Author Celebrations/Literacy Night are well attended by parents. Read Across
America was added this year. Grade level musical programs are also popular. Parents attend the programs that their children are performing in. Parent
information meetings such as Student Success Initiative (SSI) have poor turn out. The SSI meeting for fifth grade parents was incorporated into Open House
this year again this year.

The campus counselor held several parent meetings, and her focus this year was on Growth Mindset.

The PTA, with very few active members, had a positive impact on the campus. They organized several events including a fund raiser, Halloween carnival,
and the Book Fair. They ordered and distributed school t-shirts for the students, parents, and staff at the beginning of the year and in the Spring for Track
and Field Day.

Community partners are an integral part of Jones Elementary. St. Paul's Methodist Church continued their food program partnership and Seven Ministries
provided backpacks and clothing. St. Paul's Methodist Church also provided coats for students, and other local churches assisted with standard attire
clothing for at-need students. The school counselor organized a uniform "exchange" process that assisted families in need of additional standard attire
clothing.

Parent and Community Engagement Strengths

       The PTA supports students and staff and works to increase their membership numbers. They raised enough money to install an electronic marquee
       that will increase parent/school communications two years ago.
       Community volunteers are dedicated to Jones Elementary and are available for additional services if requested.
       Meet the Teacher, Title One information meeting, Open House, Family Book Fair Night, Read Across America, Young Author Celebrations, Family
       Literacy Night, Brown Bag lunches with the counselor, Math/Science Night, and PTA programs provided a variety of informational meetings for

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parents to increase and sustain a climate of openness for parents.
       Informal parental support opportunities were included (i.e. constructing cards of love).
       Front office staff can communicate with parents in Spanish if needed.
       The campus counselor provides parents, students, and staff with a variety of resources. She has made a positive impact on the climate of the campus.

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School Context and Organization
School Context and Organization Summary

School organization comes from a variety of places--state requirements, district requirements, and local campus scheduling. Classroom daily schedules are
devised to maximize instructional time. Teachers participate in decision making process through CEIC, and every teacher also serves on a vertical curricular
team. Professional learning for teachers was routinely addressed each week either through collaborative teams or during after school learning opportunities.

School Context and Organization Strengths

       The continued use of CHAMPS throughout the building has been effective for classroom management and student behaviors.
       The change in the master schedule provided specific time for intervention and enrichment.
       The implementation of Common Formative Assessments has helped teachers identify weak SEs at an early stage so that interventions are timely and
       effective.
       Teachers have regular input in decision making and school policies through Wednesday afternoon staff sessions, CEIC, TCC, and DEIC committees.
       Each grade level is also represented on CEIC, and teachers serve on additional campus committees such as the social, LPAC, attendance, and
       discipline committees.
       Parent and students completed a survey in the spring, and the results showed that Anson Jones provides a safe and positive learning environment.
       Teachers use Class Dojo to communicate daily with parents.

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Technology
Technology Summary

The MISD campus and district expectations specify that technology be utilized across the subject areas in meaningful and beneficial ways. At Jones
Elementary, these expectations have helped drive the training and implementation of technology on the campus.

Every classroom has a teacher computer and five student computers. Every teacher has a projection devise to use in addition to the SmartBoard, and teachers
all have an iPad that enables them to manipulate the SmartBoard from anywhere in the room.

Teachers integrated this technology into their daily lessons. 2017-2018 there will was a focus on updating monitors, adding laptops to classrooms, and look
into updating CPUs in classrooms.

Technology Strengths

       Jones has several technology resources available to both the students and staff. These include but are not limited to Learn Pads, computers, iPads,
       computer lab, mobile computer cart, Neos, SmartBoards, amplifiers, document cameras, and televisions.
       Technology supports curriculum in several ways including IStation, TEMI, RenStar, Think Through Math, EduSmart, and textbook resources such as
       Journeys, Fusion, and Envision.
       Technology is incorporated throughout different subject areas including math, science, reading, and social studies.
       Jones will continue to add Chromebooks to the classroom inventory to reach the goal of 1 device to 1 student.

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Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:

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Goals
Goal 1: 75% students in grades K-2 will be reading on or above grade level on multiple measures
by the end of school year 2018-2019.
Performance Objective 1: The percentage of students in grades K-2 who are reading on or above grade level on iStation will increase from 55% to 75% by
the end of school year 2019.

        Evaluation Data Source(s) 1: iStation Reports

        Summative Evaluation 1:

                                                                                                                                                                  Reviews
                   Strategy Description                                   Monitor                     Strategy's Expected Result/Impact                    Formative    Summative
                                                                                                                                                          Dec Feb Apr     June
                   Critical Success Factors                         Teachers, Principals   100% of students will make growth in iStation
                   CSF 1 CSF 2 CSF 4 CSF 6
 1) Teachers will use the iStation resources to target areas of
 improvement for student growth.
 2) 100% of students will receive access to the appropriate     Teachers, Campus         Students will improve reading skill by completing practices on
 minutes on iStation (Tier 1 30 minutes, Tier 2 60 mintes, Tier Administrators,          struggling standards.
 3 90 minutes).                                                 Instructional Specialist

 3) Jones' students will receive diagnostic and individualized      Teachers               100% of students will make growth in iStation
 instruction based on iStation results.
 4) Students will receive incentives for growth to be determined Administrators,           Student Progress
 by the classroom teacher.                                       Teachers

 5) Students will track growth in iStation in student portfolios.   Teachers               Student Progess

                                   = Accomplished          = Continue/Modify         = Considerable       = Some Progress       = No Progress        = Discontinue

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Goal 1: 75% students in grades K-2 will be reading on or above grade level on multiple measures by the end of school year 2018-2019.

Performance Objective 2: 75% of students in K-2 will be reading on or above grade level, as indicated by the Fountas and Pinnell assessment, by the end of
school year 2019.

        Evaluation Data Source(s) 2: F&P Testing, running records, anecdotal notes and teacher/student goal tracking sheets

        Summative Evaluation 2:

                                                                                                                                                                  Reviews
                   Strategy Description                                   Monitor                      Strategy's Expected Result/Impact                   Formative    Summative
                                                                                                                                                          Dec Feb Apr     June
 1) 100% of K-2nd grade students will receive individualized    Administrators,           Improvement in reading skills
 instruction during guided reading.                             Instructional Specialist,
                                                                teachers
 2) The Instructional Specialist will meet regularly with K-2nd Instructional Specialist, Improvement in instruction that leads to improving reading
 grade teachers to provide coaching support in guided reading. Administrators             proficiency

 3) K-2 collaborative teams will use the Fountas and Pinnell        Instructional Specialist, Improvement in reading proficiency for all students
 leveling system to set reading proficiency goals for each of       Administrators,
 their students. They will meet regularly to analyze reading        Teachers
 proficiency data, make adjustments to grouping or targeted
 students and ensure all students are making progress towards
 their goal. Students will also monitor their own reading
 progress goals.
 4) Students in need of intervention will receive LLI instruction
 with the classroom teacher in small group.
 5) Students will track Fountas and Pinnell progress in             Administrators,         Fountas and Pinnell growth
 portfolios for beginning, middle, and end of year.                 Teachers, Instructional
                                                                    Specialist.

                                  = Accomplished          = Continue/Modify           = Considerable        = Some Progress        = No Progress       = Discontinue

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Goal 1: 75% students in grades K-2 will be reading on or above grade level on multiple measures by the end of school year 2018-2019.

Performance Objective 3: 80% of Prekindergarten students will be producing 40 letter sounds on district checkpoints by the end of the 2018-2019 school
year.

        Evaluation Data Source(s) 3: District Prekindergarten checkpoints

        Summative Evaluation 3:

                                                                                                                                                                   Reviews
                   Strategy Description                                Monitor                      Strategy's Expected Result/Impact                       Formative    Summative
                                                                                                                                                           Dec Feb Apr     June
 1) Teachers will meet daily with small group to focus on letter Prekindergarten         Enhanced foundational skills for all Prekindergarten students.
 recognition and letter sounds.                                  teacher, Administration

 2) Students will be given multiple opportunities to interact    Prekindergarten        Enhanced foundational skills for all prekindergarten students
 with letters and sounds in whole group, small group, and        teacher, administrtion
 learning stations to demonstrate mastery.

                                   = Accomplished         = Continue/Modify        = Considerable       = Some Progress        = No Progress            = Discontinue

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Goal 1: 75% students in grades K-2 will be reading on or above grade level on multiple measures by the end of school year 2018-2019.

Performance Objective 4: 80% of K-2 students will be at or above benchmark on the Texas Early Mathematics Inventory by the end of the school year.

       Evaluation Data Source(s) 4:

       Summative Evaluation 4:

                                                                                                                                                      Reviews
                   Strategy Description                                Monitor                      Strategy's Expected Result/Impact          Formative    Summative
                                                                                                                                              Dec Feb Apr     June
 1) Teachers will use TEMI resources to intervene or enrich      Administration,           Improved math skills
 students daily depending on need.                               Instructional Specialist,
                                                                 teachers
 2) Teachers will analyze student data to plan for interventions Administration,           Improved math skills
 and enrichment.                                                 Instructional Specialist,
                                                                 teachers

                                  = Accomplished         = Continue/Modify         = Considerable        = Some Progress   = No Progress   = Discontinue

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Goal 2: The percentage of students in grades 3-8 who meet grade level on both reading and math
STAAR will increase from 52% to 65% by the end of school year 2019.
Performance Objective 1: 65% of students in grades 3-8 on track to meet grade level on both reading and math district checkpoints by the end of the 2018-
2019 school year.

        Evaluation Data Source(s) 1: On track progress during the year will require 30% of the questions on both math and reading district checkpoints
        to be answered correctly in September and 60% in February.

        Summative Evaluation 1:

                                                                                                                                                                      Reviews
                   Strategy Description                                   Monitor                     Strategy's Expected Result/Impact                        Formative    Summative
                                                                                                                                                              Dec Feb Apr     June
 1) Campus leadership will analyze campus data to identify          Administrators,           Improved achievement and student progress in reading and math
 trends and work with teams formulate plans of improvement.         Instructional Specialist,
                                                                    Teachers
 2) Students will receive research-based                            Administrators,           Improved achievement and student progress in reading and math
 instruction in the core content areas. Teachers will meet          teachers, Instructional
 weekly during their structured collaborative time and utilize      Specialist
 the MISD instructional process model to plan around essential
 standards and ensure the delivery of quality Tier 1 instruction.
 3) All 3rd-6th grade students will receive individualized and Administrators,            Improved achievement and student progress in reading and math
 diagnostic instruction to intervene or enrich essential standard teachers, Instructional
 skills during a blocked intervention/enrichment time.            Specialist

 Students needing supplemental support will be invited to           Funding Sources: 211 Title 1 - 14000.00
 attend after school tutorials.
 4) 3rd-6th grade teams will analyze student CFA's, district   Administrators,         Improved achievement and student progress in reading and math
 checkpoints and other formative assessments in both reading   teachers, Instructional
 and math to ensure students are making progress towards their Specialist
 goal as determined by STAAR Progress Measure/STAAR
 Growth Measure charts provided in the lead4ward resource
 system.
 5) Teachers will identify and monitor grade level essential        Administrators,         Academic achievment
 skills to intervene or enrich depending on student need.           Teachers, Instructional
                                                                    Specialist

                                   = Accomplished         = Continue/Modify          = Considerable       = Some Progress        = No Progress         = Discontinue

Jones Elementary                                                                                                                                                            Campus #165901110
                                                                                               21 of 31
Generated by Plan4Learning.com                                                                                                                                         December 19, 2018 9:58 am
Goal 2: The percentage of students in grades 3-8 who meet grade level on both reading and math STAAR will increase from 52% to 65% by the end of
school year 2019.

Performance Objective 2: 50% of economically disadvantaged students in grades 3-6 will be on track to meet grade level on both reading and math district
checkpoints by the end of school year 2019.

       Evaluation Data Source(s) 2: On track progress during the year will require 30% of the questions on both math and reading district checkpoints
       to be answered correctly in September and 60% in February.

       Summative Evaluation 2:

                                                                                                                                                                    Reviews
                   Strategy Description                                Monitor                      Strategy's Expected Result/Impact                        Formative    Summative
                                                                                                                                                            Dec Feb Apr     June
 1) All Eco Dis students not preforming on or above grade level Administrators,           Improved achievement and student progress
 will receive research based individualized intervention in small teachers, Instructional
 groups for reading and math.                                     Specialist
 2) Grade level teachers will create common formative          Administrators,         Improved achievement and student progress
 assessments with an emphasis on essential standards. All data teachers, Instructional
 will be desegregated to identify strengths and weaknesses for Specialist
 100% of Eco Dis students. Teachers will meet in PLCs with
 instructional specialists and campus administrators to
 formulate intervention plans.
 3) Students will monitor individual goals and progress utilizing Teachers and             Improved achievement and student progress
 a student portfolio.                                             administration
                                                                  Funding Sources: 211 Title 1 - 4995.00
 4) Campus Instructional Specialist will work daily with          Teachers,                Improved achievement and student progress for all students.
 teachers to monitor economically disadvantaged student           Administration,
 progress.                                                        Instructional Specialist

 5) Students will receive independent reading practice through   Teachers, Librarian, Improved reading skills
 the accelerated reader program.                                 and Administration
                                                                 Funding Sources: 199 Local - 3000.00

                                  = Accomplished         = Continue/Modify         = Considerable       = Some Progress         = No Progress            = Discontinue

Jones Elementary                                                                                                                                                              Campus #165901110
                                                                                             22 of 31
Generated by Plan4Learning.com                                                                                                                                           December 19, 2018 9:58 am
Goal 2: The percentage of students in grades 3-8 who meet grade level on both reading and math STAAR will increase from 52% to 65% by the end of
school year 2019.

Performance Objective 3: 15% of students in grades 3-6 will be on track to master grade level on both math and reading by the end of school year 2019.

       Evaluation Data Source(s) 3: On track progress during the year will require 40% of the questions on both math and reading district checkpoints
       to be answered correctly in September and 75% in February.

       Summative Evaluation 3:

                                                                                                                                                         Reviews
                   Strategy Description                                Monitor                      Strategy's Expected Result/Impact             Formative    Summative
                                                                                                                                                 Dec Feb Apr     June
 1) Students will monitor individual goals and progress utilizing Teachers and          Improved achievement and student progress
 a student portfolio.                                             administration

 2) Grade level teachers will create common formative          Teachers and             Improved achievement and student progress
 assessments with an emphasis on essential standards. All data administration
 will be desegregated to identify strengths and weaknesses for
 100% of students. Teachers will meet in PLCs with
 instructional specialists and campus administrators to
 formulate enrichment plans.
 3) Students who demonstrate above grade level performance       Administrators,        Increased number of students reaching Masters Level
 on STAAR, district checkpoints and other formative              Teachers               Performance.
 assessment data will received focused enrichment instruction
 to ensure they maintain a masters level performance.

                                  = Accomplished         = Continue/Modify         = Considerable       = Some Progress     = No Progress     = Discontinue

Jones Elementary                                                                                                                                                   Campus #165901110
                                                                                            23 of 31
Generated by Plan4Learning.com                                                                                                                                December 19, 2018 9:58 am
Goal 2: The percentage of students in grades 3-8 who meet grade level on both reading and math STAAR will increase from 52% to 65% by the end of
school year 2019.

Performance Objective 4: 65% of students in grades 3-6 will score on or above grade level in reading (utilizing iStation) and score proficient or advanced
in math (utilizing Imagine Math) by the end of school year 2019.

       Evaluation Data Source(s) 4: Baseline will be established in School Year 2018-2019 when grades 6-8 implement iStation.

       Summative Evaluation 4:

                                                                                                                                                     Reviews
                   Strategy Description                               Monitor                      Strategy's Expected Result/Impact          Formative    Summative
                                                                                                                                             Dec Feb Apr     June
 1) Teachers will analyze iStation and Imagine Math data         Teachers,             Improved achievement and student progress
 during collaboration time to create intervention and enrichment Administration
 plans.
 2) Jones Elementary will create systems of incentives for      Administration         Student progess
 student progress on both iStation and Imagine Math.

                                  = Accomplished         = Continue/Modify        = Considerable       = Some Progress    = No Progress   = Discontinue

Jones Elementary                                                                                                                                               Campus #165901110
                                                                                           24 of 31
Generated by Plan4Learning.com                                                                                                                            December 19, 2018 9:58 am
Goal 3: 100% of Midland ISD Instructional Expectations for 2018-2019 will be met.
Performance Objective 1: The attendance rate will increase by 2% over the prior year rate or maintain above 96%.

        Evaluation Data Source(s) 1: Attendance reports, Attendance Committee minutes and agendas

        Summative Evaluation 1:

                                                                                                                                                      Reviews
                   Strategy Description                                  Monitor                     Strategy's Expected Result/Impact         Formative    Summative
                                                                                                                                              Dec Feb Apr     June
                Comprehensive Support Strategy                      Attendance Committee Improve attendance rates
 1) The Jones attendance committee will analyze campus              members,
 trends, set goals and monitor student attendance to identify and   Administrators,
 address chronic attendance patterns.                               Counselor

 2) Administration will monitor weekly attendance and               Administrators,      Improved attendance rate
 recognize the grade level with the highest attendance rate for     Teachers, Attendance
 the week.                                                          Committee

 3) Teachers will monitor student attendance through a school Administrators,        Improved Attendance rate
 wide system and communicate with administration any            Attendance committee
 concerns. Parent conferences will be held for students who are
 in need of attendance intervention.
 4) Jones elementary will offer student incentives for student      Administrators,       Improved Attendance rate
 attendance.                                                        Attendance Committee,
                                                                    Teachers

                                  = Accomplished          = Continue/Modify         = Considerable       = Some Progress   = No Progress   = Discontinue

Jones Elementary                                                                                                                                                Campus #165901110
                                                                                             25 of 31
Generated by Plan4Learning.com                                                                                                                             December 19, 2018 9:58 am
Goal 3: 100% of Midland ISD Instructional Expectations for 2018-2019 will be met.

Performance Objective 2: 100% of Jones Collaborative Teams will meet weekly during structured collaborative time and utilize the MISD instructional
process to plan around essential standards.

       Evaluation Data Source(s) 2: Collaborative team meeting agendas and minutes, SMART Goals, norms, Solution Tree surveys, priority
       knowledge and skills, lesson plans, Instructional Focus Visits and MISD PLC rubrics.

       Summative Evaluation 2:

                                                                                                                                                               Reviews
                   Strategy Description                                Monitor                      Strategy's Expected Result/Impact                   Formative    Summative
                                                                                                                                                       Dec Feb Apr     June
 1) Collaboration time will be set into the master schedule to   Administrators         Improved instruction with a focus on a guaranteed curriculum
 allow teachers 45 minutes weekly to focus on the four essential
 questions.
 2) Teachers will implement collaborative structures such as     Administrators         Improved instruction
 creating norms, developing agendas, minutes and assigning
 roles and responsibilities to use the time allotted for
 collaboration to its fullest potential.
 3) Teachers will identify the essential standards that students Administrators and     All students making progress
 must master at their grade level for all core content areas. They Teachers
 will work collaboratively to unpack those standards, study
 them, develop learning targets, CFA's, quality lessons and
 analyze student performance to provide intervention and
 enrichment. Teachers will closely monitor the progress of all
 students on essential learning standards.
 4) Teaching staff will be involved in vertical and horizontal   Administrators,        Improved instruction/student learning
 collaboration; 4th grade math outside cohort, 6th grade math    Teachers
 outside grade level cohort, and 5th grade science cohort with
                                                                 Funding Sources: 211 Title 1 - 6000.00
 outside consultants.
 5) The teaching staff will engage in a professional book study Administrators,         Culture of College readiness
 on No Excuses University to create a culture of college        Teachers
 readiness and academic achievement focus.
 6) The Jones elementary staff will undergo professional    Administrators,             Culture of college readiness
 development with No Excuses University in order to promote Teachers
 college readiness and a culture of academic achievement.

                                  = Accomplished         = Continue/Modify         = Considerable       = Some Progress         = No Progress      = Discontinue

Jones Elementary                                                                                                                                                        Campus #165901110
                                                                                            26 of 31
Generated by Plan4Learning.com                                                                                                                                     December 19, 2018 9:58 am
Goal 3: 100% of Midland ISD Instructional Expectations for 2018-2019 will be met.

Performance Objective 3: Maintain a school facility that is safe, orderly, and conducive to meeting the educational needs of 100% of its students
throughout the school year.

       Evaluation Data Source(s) 3: Champs PD sign in sheets, certificates of completion, discipline data, Instructional Focus Visits

       Summative Evaluation 3:

                                                                                                                                                    Reviews
                  Strategy Description                               Monitor                       Strategy's Expected Result/Impact         Formative    Summative
                                                                                                                                            Dec Feb Apr     June
 1) New teachers to MISD will receive training in and be able Administration and       Improved instructional time
 to implement CHAMPS, a discipline management system that teachers
 improves discipline management and increases academic
 performance. A common language of expectations will be
 utilized campus-wide.
 2) Campus administrators and the counselor will ensure         Counselor,             Improved instruction
 students with identified chronic behaviors have a targeted     Administration,
 Behavior Intervention Plan in place and that it is implemented Teachers
 in order to support and improve behavior or social skills in
 students.
 3) Create and utilize systems of communication with parents   Administration,         Improved Parent Communication
 through Class Dojo.                                           Teachers

 4) The school will hold after school events such as Reading   Administration,      Improved Parent Involvment
 Night, Math Night, Grade level programs, and Science Night    Teachers, Staff
 to promote parent involvement.                                Funding Sources: 211 Title 1 - 1000.00

                                 = Accomplished        = Continue/Modify          = Considerable       = Some Progress   = No Progress   = Discontinue

Jones Elementary                                                                                                                                              Campus #165901110
                                                                                           27 of 31
Generated by Plan4Learning.com                                                                                                                           December 19, 2018 9:58 am
Goal 3: 100% of Midland ISD Instructional Expectations for 2018-2019 will be met.

Performance Objective 4: 80% of Jones PLC teams will achieve or maintain "Refinement" or "Internalized" on all 5 elements of the PLC rubric while the
remaining teams will demonstrate at least one level of growth on all 5 elements of the rubric by the end of the school year.

        Evaluation Data Source(s) 4: PLC Rubric, PLC agendas, minutes, implementation of the MISD instructional process, CFA data, identification
        of essential standards

        Summative Evaluation 4:

                                                                                                                                                           Reviews
                   Strategy Description                                  Monitor                      Strategy's Expected Result/Impact             Formative    Summative
                                                                                                                                                   Dec Feb Apr     June
 1) The campus master schedule will include built in time for     Administrators,         Teams collaborate weekly
 team collaboration surrounding essential standards and skills.   Teachers

 2) Collaborative structures will be refined and implemented        Administration        Effective use of collaboration time
 ensure team collaboration: Norms, minutes, agendas, time built
 in, roles/responsibilities, protocols and an instructional process
 model.

                                   = Accomplished         = Continue/Modify          = Considerable       = Some Progress       = No Progress   = Discontinue

Jones Elementary                                                                                                                                                     Campus #165901110
                                                                                              28 of 31
Generated by Plan4Learning.com                                                                                                                                  December 19, 2018 9:58 am
Comprehensive Support Strategies
 Goal Objective Strategy                                                                  Description
                                 The Jones attendance committee will analyze campus trends, set goals and monitor student attendance to identify and address
   3         1           1
                                 chronic attendance patterns.

Jones Elementary                                                                                                                              Campus #165901110
                                                                               29 of 31
Generated by Plan4Learning.com                                                                                                           December 19, 2018 9:58 am
2018-2019 Campus Site-Based Commitee
 Committee Role                        Name                          Position
 Administrator                         Lisa LeClear                  Principal
 Classroom Teacher                     Diane Harris                  6th Grade Teacher
 Assistant Principal                   Amber Harmon                  Assistant Principal
 Counselor                             Iris Miner                    Counselor
 Classroom Teacher                     Christy Franklin              2nd Grade Teacher

Jones Elementary                                                                                Campus #165901110
                                                          30 of 31
Generated by Plan4Learning.com                                                             December 19, 2018 9:58 am
Campus Funding Summary
 211 Title 1
   Goal        Objective         Strategy                          Resources Needed   Account Code           Amount
     2              1               3       Tutorials                                                       $14,000.00
     2              2               3       Poster Maker                                                     $4,995.00
     3              2               4       Solution Tree Consultant                                         $6,000.00
     3              3               4       Supplies                                                         $1,000.00
                                                                                            Sub-Total       $25,995.00
 199 Local
   Goal        Objective         Strategy                          Resources Needed   Account Code           Amount
     2              2               5       Accelerated Reader                                               $3,000.00
                                                                                            Sub-Total        $3,000.00
                                                                                          Grand Total       $28,995.00

Jones Elementary                                                                                          Campus #165901110
                                                                        31 of 31
Generated by Plan4Learning.com                                                                       December 19, 2018 9:58 am
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